Graduate Research Papers

Availability

Open Access Graduate Research Paper

Abstract

Evaluating educational programs is always a challenge and when it is a nonstandarized program such as talented and gifted programs the challenge is intensified. These programs do not usually follow a typical classroom structure therefore requiring a customized evaluation. 1 Traditionally an evaluator would study the programs' goals and objectives to see if these have been attained. As Morris and Taylor Fitz-Gibbon (1978) point out a program should start with a list of goals that explains without ambiguity what the planners of the program agree it should accomplish. Tuckman (1979) encourages the evaluator to have the checklist stated in behavioral forms for specified thinking and comprehension outcomes, for attitude and value outcomes, and any other specified learning related behavior. The appearance of the behavior would lead the evaluator to suspect that this behavior is stemming from a secure base of knowledge or attitude -- a goal of the program being reflected in the behavior.

Year of Submission

1989

Degree Name

Master of Arts in Education

Department

Department of Educational Administration and Counseling

First Advisor

Norman McCumsey

Date Original

1989

Object Description

1 PDF file (16 leaves)

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